lunes, 25 de mayo de 2015
sábado, 23 de mayo de 2015
For courses in Spanish:
For courses in Spanish:
Universitat Oberta de Catalunya (UOC), Spain Máster internacional de e-learning. This program is currently accredited in Spain. However, UOC is also offering a European Certificate for Course Design and Teaching in E-learning in English, in collaboration with the Institute of Education, University of London and the University of Florence, Italy, worth 20 European credits. The program is based on the Master’s Degree in E-learning, and the aim is for the certificate to be integrated with the masters degree to become a European Master’s Degree recognized throughout Europe.
Universidad de Guadalajara, Mexico Maestría en Tecnologías para el Aprendizaje
This program is nationally accredited in Mexico, and is now well established..
This program is nationally accredited in Mexico, and is now well established..
Universidad Tecnológia Metropolitana de Santiago (UTEM), Chile Magíster en Educación a Distancia
This has a strong technology component, international faculty, and students from several South American countries
This has a strong technology component, international faculty, and students from several South American countries
Doing a Ph.D. in e-learning
I am often asked about what institutions offer a Ph.D. in e-learning entirely by distance. Very few! Indeed, the idea of a doing a Ph.D. in e-learning by distance is based on a number of misconceptions. For instance, there are very few Ph.D. programs anywhere specifically in e-learning (Northcentral – see above – is an exception) and hardly any universities offer Ph.D.s at a distance (the Open University of Catalonia does, on the Information Society, and Athabasca University starts its D.Ed. in Distance Education in August 2008 – with 12 students. University of Lancaster, UK, and University of Calgary offer online programs, but still require a limited number of face-to-face meetings). But don’t give up. There are ways.
Your best bet is to try a good local university with a Faculty of Education or something similar. The trick is to find a local supervisor willing to accept your proposed area of research. Try to find someone in the local Faculty of Education with an interest in e-learning and try to negotiate a research topic of mutual interest. This is really the hardest and most important part. Getting the right supervisor is absolutely essential. However, there are many more potential students than faculty interested in e-learning.
Your admission to a program will depend on your prior qualifications – usually at least a masters degree in education or a related area – and your particular area of interest as defined by your intended research topic. In other words, try to find a suitable local supervisor and topic BEFORE formally applying for admission. Depending on the university, you may not need additional courses if you already have a suitable masters degree, although you may be required by your supervisor to do some specific graduate courses, such as research methods or educational theory, if these are important to your topic and you have not studied them before.
If you find a willing and sympathetic local faculty member with an interest in e-learning but worried they don’t have the right expertise to supervise your particular interest, suggest a committee with an external supervisor (anywhere in the world) who really has the expertise and who may be willing to share the supervision with your local supervisor. Again, though, your chances of getting an external supervisor is much higher if that person already knows you or is aware of your work. Again, good e-learning professors are already likely to have a full supervision load, so it is not easy. (Whether good or not, my load is currently full!)
This means that even before applying for a Ph.D., you need to do some homework. Identify a topic with some degree of flexibility, have in mind an internal and an external supervisor, and show that you have done the necessary courses such as research methods, educational theory, etc., that will prepare you for a Ph.D. (or are willing to do them first).
Nearly all universities require ‘residency’, i.e. a physical presence on campus, for a Ph.D., but in reality the need for you to be there can be strictly limited. Most of your study can be done in your own locality. However, you will need to meet (in person or by phone) with at least your supervisor on a reasonably regular basis, and you should try to make meetings where other research students are discussing their work, or push for an online discussion forum for research students within the program.
Lastly, be sure you know why you want to do a Ph.D. There are only three good reasons:
- because you want to teach about e-learning in a university;
- because you want to do full-time research in e-learning when you have finished;
- or (the best) you have a burning question you want to investigate.
If you cannot give a strong ‘yes’ to at least one of those reasons, don’t do it. A Ph.D. is an expensive, time-consuming, and very frustrating waste of your time, otherwise.
See also:
- The Economist: The disposable academic: why doing a Ph.D. is often a waste of time
- StatsCanada: Labour market outcomes of Canadian doctoral candidates.
This content is published under the Attribution-Noncommercial-No Derivative Works 3.0 Unported license.
- See more at: http://www.tonybates.ca/resources/recommended-graduate-programs-in-e-learning/#sthash.sK3lu7HF.dpuf
viernes, 22 de mayo de 2015
How get online master degree An online Masters program may be exactly what you need
How get online master degree
An online Masters program may be exactly what you need to complete your degree and improve
your scope. These Masters programs provide an opportunity for students to obtain a great deal of
knowledge and more in-depth study in their chosen field. In other cases, students can embrace a
complimentary, but different course of study to gather a new prospective and potentially new work
paths. In all cases, obtaining an online Masters degree is one of the best opportunities available to
today's student.
your scope. These Masters programs provide an opportunity for students to obtain a great deal of
knowledge and more in-depth study in their chosen field. In other cases, students can embrace a
complimentary, but different course of study to gather a new prospective and potentially new work
paths. In all cases, obtaining an online Masters degree is one of the best opportunities available to
today's student.
Benefits of Taking an Online Master Now
Take an online Master program and you'll see just how many benefits there are. First, you can select
any global university to take your advanced degree since most schools recognize these programs and
apply credit for them. In addition, you'll find some excellent opportunities available, including education
that allows you to explore other cultures and ways of thinking. But, why online?
any global university to take your advanced degree since most schools recognize these programs and
apply credit for them. In addition, you'll find some excellent opportunities available, including education
that allows you to explore other cultures and ways of thinking. But, why online?
Online Masters degrees provide the student with the opportunity to learn at anytime from anywhere
without having to worry about the risks it poses to the family or budget. You can tap into a school's
curriculum in a country in Europe for example, and not have to travel to do so.
without having to worry about the risks it poses to the family or budget. You can tap into a school's
curriculum in a country in Europe for example, and not have to travel to do so.
Types of Online Masters Programs
Masters degree programs come in all sizes and shapes. You'll find a program that fits your particular course of study at one of the many universities located throughout the world. Some options include:
- Arts and Humanities programs
- Business Administration and Management programs
- Engineering and Technology programs
- Law and Regulations programs
- Natural Sciences programs
- Biological, Life, and Health Sciences
Each university offering a master program will alter what you learn significantly within the curriculum.
Nevertheless, most schools pack these programs with incredible expertise and ample information so
that you are getting more of what you don't know and a more in-depth level of education than you
could working in the field or simply counting on your bachelor's degree.
Nevertheless, most schools pack these programs with incredible expertise and ample information so
that you are getting more of what you don't know and a more in-depth level of education than you
could working in the field or simply counting on your bachelor's degree.
Differences in Costs and Duration
Globally, most Master degree programs will run for 18 months to 3 years. Most are about two years
long. However, when you enroll in an online Master, you'll find that opportunities exist for speeding up
this timeframe or shortening it, depending on how much time you wish to devote to your studies.
long. However, when you enroll in an online Master, you'll find that opportunities exist for speeding up
this timeframe or shortening it, depending on how much time you wish to devote to your studies.
In terms of costs, you'll find pricing varies significantly. At the highest end universities, you'll pay as
much as you did for a four-year education for a Master's degree that's completed in half the time.
However, online programs tend to be far more affordable and students will be able to use loans to
help cover the costs.
much as you did for a four-year education for a Master's degree that's completed in half the time.
However, online programs tend to be far more affordable and students will be able to use loans to
help cover the costs.
Keep in mind that obtaining a Master's degree allows the student to further his or her career ambitions.
You'll be more likely to get hired for the position you want. You'll find it is possible to secure the career
you've been dreaming about or to move up in a current position you are in. And, you can do it all right
from home.
You'll be more likely to get hired for the position you want. You'll find it is possible to secure the career
you've been dreaming about or to move up in a current position you are in. And, you can do it all right
from home.
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miércoles, 20 de mayo de 2015
Bachelor of Science in Mechanical Engineering
Bachelor of Science in Mechanical Engineering
With the University of North Dakota's ABET-accredited distance engineering degree program, you can earn your Bachelor of Science in Mechanical Engineering while you continue to live and work in your local community. Through online learning, employees from the following areas have earned their bachelor's degrees while continuing to work:
- 3M
- Agilent Technologies
- Boeing
- Department of Transportation
- Intel
- Hutchinson Technology
- Lucent Technologies
- Westinghouse
- Whirlpool Corporation
UND's distance engineering degree program prepares you for the responsible practice of professional engineering and provides you with the necessary skills to advance your civil engineering career. You will receive a well-rounded education that emphasizes creativity, critical thinking and communication skills.
Bachelor's Degree
Begins every Fall (August), Spring (January) & Summer (May)
Begins every Fall (August), Spring (January) & Summer (May)
- 129 Credits
- 6+ Years to Complete
- Online
- Recorded Lectures with On-Campus Labs
- Semester-based Courses
- Accredited by the Accreditation Board for Engineering and Technology (ABET)
As a graduate of the online program, you will:
- possess the technical, leadership, and communication skills for entry-level positions in the power, aircraft, automotive, defense or other industries
- gain a broad understanding of thermal sciences, mechanical design and manufacturing processes
- develop critical thinking and problem solving skills using the principles of science and mathematics
- experience a design project that blends scientific knowledge and engineering analysis with social and humanitarian issues
- past projects include: solar cars, wind tunnels, space hardware design, nanotechnology, pressure vessel research, coal combustion, agricultural innovations and precision machining
Mechanical engineering is one of the most versatile of all the engineering disciplines. As a mechanical engineer, you may work in power, aircraft, automotive or defense industries throughout the world.
viernes, 15 de mayo de 2015
MESOTHELIOMA LAW FIRM
The Johnson Law Group is a respected personal injury law firm headquartered in Houston. Our lawyers practice civil litigation and focus on product liability, class action, pharmaceutical cases, nursing home negligence, and business litigation. Nick Johnson is a Houston native and University of Houston law graduate. He started his first law firm in 1991 and now leads Johnson Law Group. Nick directs and practices in all personal injury law for the firm including: mesothelioma lung cancer, nursing home negligence, pharmaceutical law, and auto accidents.
Johnson Law Group provides clients with personal attention and dedication to winning lawsuits. We treat all clients as individuals and handle each case as the unique circumstance it is. All attorneys at Johnson Law Group hold themselves to the highest levels of integrity, compassion, legal knowledge, and dedication to achieving positive results for their clients. We provide the best legal services possible. Johnson Law Group also provides medical professional investigation skills, expert witnesses, and cutting-edge technology to provide maximum benefits for our clients.
If we sound like a fit for your legal needs, fill out the form on the right and we will contact you as soon as possible. Johnson Law Group looks forward to helping you succeed.
jueves, 14 de mayo de 2015
Bachelor's degree online
The Universiry of Phoenix and your Online bachelor’s degree programs:
Between work and family, you don’t have time to attend classes at a local campus, but that shouldn’t prevent you from reaching your career goals. That’s why we offer online bachelor’s degree programs, so you can get the education you need from the familiarity of your computer keyboard and monitor.
But just because you’re earning your bachelor’s degree online doesn’t mean you’re alone. With learning tools that adapt to you, career services that prepare you for the workforce from the moment you start classes, and corporate partnerships with some of America’s leading companies, you’ll be more connected than ever. You can even interact with other students on you PhoenixConnect® academic social network.
Speak to an Enrollment Representative about earning your bachelor’s degree online.
martes, 12 de mayo de 2015
An Online Degree is...
An online degree is an academic degree,usually a online college degree, that can be earned primarily or entirely through the use of an Internet-connected computer, rather than attending college in a traditional campus setting. Improvements in technology, the increasing use of the Internet worldwide, and the need for people to have flexible school schedules while they are working have led to a proliferation of online colleges that award associate, bachelor's, master's, and doctoral degrees.
Accreditation
The goal of educational accreditation, according to the United States Department of Education, is to ensure that programs provided by institutions of higher education meet acceptable levels of quality. ENQA, the European Association for Quality Assurance in Higher Education, describes the role of external quality assurance in education as one that "combines both accountability for the reassurance of the public and an objective and developmental role for enhancing quality in institutions". In the area of online education, it is important to avoid unaccredited diploma mills that offer fake degrees, as these are unfortunately common. Students seeking valid online degrees should obtain proof of accreditation from an appropriate national or regional accrediting body.
In the United States, online colleges that are fully accredited have earned a widely recognized form of university accreditation from one of six regional accreditation boards. Each of six geographic regions of the United States has one of these boards, a non-governmental agency that oversees and accredits degree-granting institutions headquartered in their areas. The U.S. Department of Education and the Council for Higher Education Accreditation (CHEA) recognize the Distance Education and Training Council (DETC) as the accrediting organization for distance learning institutions and education programs that offer online degrees. However, DETC accreditation is commonly (though not universally) viewed as inferior to regional accreditation, and regionally accredited schools may refuse to accept transfer credit from DETC-accredited schools more often than they would refuse credit from other regionally accredited schools
domingo, 10 de mayo de 2015
Scholarship of things
Scholarship of things
Ulrich makes case for the narrative of objects
ddressing an audience at the Harvard Ed Portal, Laurel Thatcher Ulrich, the 300th Anniversary University Professor and a Pulitzer Prize winner for history, said that many objects in Harvard’s collections defy easy categorization.
Consider, she said, the tortilla.
“It’s one of my favorite objects in Harvard’s museums,” she said of the University’s 118-year-old tortilla, which is kept in the Harvard University Herbaria. “It’s a botanical specimen, or sort of a botanical specimen, that became an ethnographic object, but is now a historical document. It’s led our students on many adventures: not just into food history, but into the history of ethnic conflict, the history of immigration, the history of migration on both sides of the Mexican-U.S. border, and so on.”
Harvard’s four centuries of history, together with the depth and breadth of its holdings, mean that many items reward a more up-close examination, yielding insights on world history and the University itself.
That concept, Ulrich said, led her to create the “Tangible Things” undergraduate course at Harvard, which grew into the HarvardX offering of the same name. Ulrich said the main idea behind the course is that “any object can become an entry point into historical investigation. The shoes on your feet, the chair you’re sitting on, light fixtures in the room — common things have stories.”
But it’s easy to miss out on those stories. Some students never enter a museum during their studies, and those who do often experience only brief glimpses into Harvard’s vast holdings.
“In the 19th century, many of the fields that our students study didn’t exist,” Ulrich said. “They grew out of the collecting of natural things. Anthropology developed out of collections, for example. By the end of the 19th century, you had very specialized museums — zoology museums, history museums, technology museums, and so on.”
Ulrich has worked to break down those barriers and make connections among a large pool of items, and across all levels of campus life. “Our goals were to engage students with physical things and to break down categories between objects, to make people more aware about the world in which we live. We wanted them to think across categories, to pay attention to their own tangible world, but also to think about Harvard differently,” she said.
Robert Lue, faculty director of HarvardX and the Ed Portal, and a professor of the practice of molecular and cellular biology, introduced Ulrich as “one of the stars in the firmament” of Harvard’s History Department.
“When we think of the objects we see in a museum, we tend to think of things that are incredibly precious as the only things that have value and power,” he said. But Ulrich’s work shows that “from the perspective of history, any object is imbued with enormous power, and can teach us a lot about the world and about ourselves.”
Samanntha Tesch of Watertown brought a group of friends to the event.
“The presentation really made me think about the little tangible things that are around me every day: what they mean, and what future generations might think of them as artifacts of history,” she said. “There are things that, in a way, make me who I am. So I want to really see the things I experience around me, and think about what I want to preserve as my own history, too.”
jueves, 7 de mayo de 2015
martes, 5 de mayo de 2015
Exploring the role of green chemistry at a research university
Exploring the role of green chemistry at a research university
Universities play a vital role in supporting research and educating students to understand how chemistry and chemical design can affect health and sustainability. On Thursday, April 16, 2015 the FAS Green Program and the Department of Chemistry and Chemical Biology joined together to host Professor Wei Zhang, the Director of the Center for Green Chemistry at the University of Massachusetts Boston, for a talk about the role of green chemistry at research universities like Harvard.
As Director of the Center for Green Chemistry, Professor Zhang is on the front lines of a movement to train more environmentally-conscious chemists. The discussion provided a great opportunity to explore what green chemistry means for Harvard, and the role the University can play as it relates to our Sustainability Plan and creating a more sustainable campus community.
Professor Zhang was introduced by CCB Director of Laboratories and FAS Science Director of Graduate Studies Allen Aloise who highlighted the department’s goals as they relate to Harvard’s Sustainability Plan and campus health and well-being. He discussed the responsibility and role that all chemists play in green chemistry, and in creating and sustaining a healthy environment.
He posed several questions relating to the regulation and non-regulation of various toxic chemicals and hazardous substances that we encounter on a daily basis alluding to the necessity of responsible decision making in our research labs. “In our research, and our careers, we must endeavor for a toxicological understanding of the compounds we create and assume the responsibility for determining their ecological fate," said Aloise.
The concept of Green Chemistry
The talk highlighted the concept of green chemistry, its history, and the educational opportunities it presents. Green Chemistry is defined as, “the design of chemical products and processes that reduce or eliminate the use or generation of hazardous substances." ¹ The 12 Principles of Green Chemistry were established by UMass Boston alumni Paul Anastas, Director, Center for Green Chemistry and Green Engineering and Teresa and H. John Heinz III Professor in the Practice of Chemistry for the Environment, School of Forestry & Environmental Studies at Yale University, and John Warner, President and Chief Technology Officer at the Warner Babcock Institute for Green Chemistry. The concept of green chemistry originates from the Pollution Prevention Act of 1990, which defined “source reduction” and made it official policy to reduce the amounts of hazardous substances, pollutants or contaminants being released into the environment either directly or through various waste streams.
In our research, and our careers, we must endeavor for a toxicological understanding of the compounds we create and assume the responsibility for determining their ecological fate.
-ALLEN ALOISE, CCB DIRECTOR OF LABORATORIES AND FAS SCIENCE DIRECTOR OF GRADUATE STUDIES
Professor Zhang made it clear that, “green chemistry is not an independent field but a philosophy that will be a non-separable part of chemistry.” He stressed that it will be necessary for the new generation of chemists to learn and practice green chemistry in order to clean up our environment, and they must understand what it means in order to do better as a chemist. He recommended that researchers reevaluate current projects to enhance the green component and address the problem while expanding their green chemistry “tool box.”
Incorporating into practice
Zhang focused on the fact that it is essential to have a concrete understanding of toxicology in the design and synthesis of new compounds. At the end of the discussion it was noted that student driven initiatives to impact daily practice in the lab, in addition to grant proposal and journal publication driven incentives, play a major role in moving green chemistry forward. The important role that partnerships between environmental, health, and safety departments and sustainability offices play in spreading the visibility and understanding of the philosophy of green chemistry was also emphasized.
Researchers that attended the presentation are already actively looking for opportunities to incorporate green chemistry in their research as they make day-to-day decisions. Some may already be utilizing the philosophy without specifically labeling it green chemistry.
A PhD Candidate in the Jacobsen Research Group shared, “I think that the talk really emphasized the extent to which the green chemistry philosophy could have a positive impact on our daily work as researchers. So often, we focus on system-level controls (like power generation/purchasing or on exhaust capture and processing in commodity chemical production) that we forget to notice the cumulative impact of our individual actions in academic labs.” She concluded that, “I also see the opportunity for increased conversation to foster a rich cross-disciplinary exchange of ideas for contributing to innovative green research initiatives.”
A Post-Doctoral Fellow with the Kahne Research Group noted that, “It would be good to introduce green chemistry as a philosophy to first-year graduate students in the fall. The department would definitely benefit from it both environmentally and financially.”
A focus on health and well-being
Harvard’s holistic Sustainability Plan, released last year, highlights health and well-being as one of its five core pillars in the roadmap to building a sustainable campus community. There are several commitments and standards under health and well-being, with human exposure to toxic chemicals and their release into the environment being a main focus. The Sustainability Plan also establishes a commitment to identify and target at least two significant chemicals of concern for which viable alternatives exist, and develop a plan for eliminating exposure to those chemicals on campus.
It would be good to introduce green chemistry as a philosophy to first-year graduate students in the fall. The department would definitely benefit from it both environmentally and financially.
-POST-DOCTORAL FELLOW IN THE KAHNE RESEARCH GROUP
Exploring green chemistry at Harvard utilizes the three foundations of research, teaching, and institutional action to provide opportunities for postdocs, undergraduate, graduate and PhD students to learn about toxicology and the design of chemical products and processes. It adds another dynamic to the “living lab” concept of using the campus to generate beneficial and scalable outcomes and solutions that can be easily replicated by other universities and private industries. And perhaps most importantly, developing a strong foundation and understanding of green chemistry will help enhance students’ understanding of chemical design, life cycle analysis, and environmental policy so they may take these concepts with them as they move beyond the Harvard community and become professionals in their field.
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